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1) I typically try to redirect the student or move the students into different areas in the room if it can work.
2) "who needs the most love in the room is the person who is behaving in the most unlovable manner."  I like this because it reminds me that if I can deescalate something before it blows up, that is one of the most loving things that I can do to that student.

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waiting 45 minutes to follow-up

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1. I tend to redirect.
2. I will try to go cold and by the book during more challenging situations so I don't negatively affect well-behaved students.

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1)  I typically use the "broken record" method, where I just calmly repeat myself (like a broken record) and remind the student of expectations.  Eventually , the student stops trying to argue, I have not engaged in confrontation, and I have maintained professionalism.
2) Stand there and observe first before ALWAYS deciding to come in quickly. Additionally, the phrase, "just sweat the small stuff and then the big stuff doesn't happen," could be applied to the students I have a good rapport with.  This way, the students I don't know as well yet, see what behavior is non-negotiable, etc.

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1) ability to read the room and react accordingly.
2) continue to nip the little things in the bud

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I'm perfectly calm here, dude.

Sweat the small stuff.

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I'm perfectly calm here, dude.

Sweat the small stuff.

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Humor/Sarcasm (even though you aren't supposed to do that)

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Don't take things personally. Also, treat everyone fairly, but not equally

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emotion of the student.  Handle it with a calm cool demeanor and it usually will not escalate to the point of no return.

2.) I will try and use more redirection as a form of deescalation

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Stay calm
use humor when appropriate
De-escalte by removing a trigger

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Depends on the student. Going cold is not in my rep.

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Typically I do respond very calmly and go by the book; however, I often get frustrated if I have told a student a bajillion times to change a behavior and he or she keeps going back to this behavior.  My strategy I could adopt is using more humor. I like the idea, but need to think of some canned responses to typical situations.

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I de-escalate by not reacting in an emotional way. I approach the behavior from a logic angle.
I will add in waiting at least 45 minutes after an intense, adrenaline inducing situation.

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don't let things escalate and redirect behavior.

I will try to redirect with humor and then go cold.

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Walsh
1) Go cold 
2) Re-direct the behavior

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Walsh
1) Go cold 
2) Re-direct the behavior

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Humor and sometimes a little sarcasm helps

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Humor and sometimes a little sarcasm helps

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I try redirecting with humor.

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Humor & sarcasm (the Hunter way) is always a nice touch in classroom. In an escalated state, I chill, trying to to be mindful of my reactive state. I can control the way I react.

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redirect quickly...don't validate what is often "drama"

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Sweating the small stuff makes the big stuff not happen.

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Sweating the small stuff makes the big stuff not happen.

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I rely on humor- usually self-deprecating to take the focus off the student wanting the attention.

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I remind my student that I like them...I don't like their behavior sometimes...